The teacher has provided a working definition of "close reading" and tells students their reading will focus on the words the author selected. 

The students discuss specific words in the text and how the pictures support understanding of the words. The teacher then continues the sequence of questions by engaging students in a discussion about why the author selects specific words.

Students read the text aloud. The teacher's sequence of questions leads them to notice that the words make the sounds of bees. 

The class discusses the word "lug" and what clues in the text show them what the word means. Then the class acts out the word "lug," further emphasizing the meaning of the word. 

The teacher asks students what they notice about the words. A student points out that two of the words on the page end in g. The teacher asks her to touch the words on the screen, and to notice how the words are written on the page. She asks questions about why the author chose to draw the words in a specific direction, rather than horizontally on the page. 

After practice, students begin to readily notice that the author has placed the words strategically on the page, and the teacher sends them to work more independently by discussing the page in groups. 

After the students discuss, the teacher walks them through a sequence of questions about the shape of the snake and words on the page, and the s-sound, and how the author was intentional about these selections. When students struggle, she provides them with hints and asks them to visualize the picture, but does not remove the cognitive load.